(C) Common Dreams
This story was originally published by Common Dreams and is unaltered.
. . . . . . . . . .



What do we know about equitable access and outcomes for English Learners in New York City? [1]

[]

Date: 2025-03

The sixth post in our series exploring indicators of equity in NYC schools is authored by colleagues at the Center for the Success of English Learners and is funded by the Institute for Education Sciences.

In our previous post, we looked briefly at the timeline on which English learners in New York City enter the school system and when they become proficient in English. We argued that in order to understand how well the system is serving ELs as a whole, it is important to examine the outcomes of former English learners, in addition to those who are still receiving language service at any given time.[i]

To that end, this post considers several indicators of access and opportunity for students who began 9th grade for the first time in 2013, 2014, or 2015 (n = 191,236). We look at three different subgroups:

Current English learners (Current ELs, n = 23,979): This group includes all students who were still receiving language services as of the 9th grade.

Former English learners (Former ELs, n = 39,808): This group includes all students who received language services at any point between Kindergarten and 8th grade but who had been reclassified by 9th grade and were no longer considered to be English learners.

Never English learners (Never ELs, n = 127,449): This group includes those who speak only English, as well as those who speak another language at home but who were proficient in English when they started school in New York City. This group of students never received language services, either prior to or during high school.

We also examine a set of longer-term outcomes for Never ELs (n = 127,449) in contrast with “Ever ELs” (n = 63,787), a group that combines current and former English learners. [ii] Examining indicators of students’ participation in rigorous coursework and their progress through high school and into college, we describe three main findings below.

Figure 1: Academic Participation and Outcomes by English Learner Subgroup

[END]
---
[1] Url: https://steinhardt.nyu.edu/research-alliance/research/spotlight-nyc-schools/what-do-we-know-about-equitable-access-and

Published and (C) by Common Dreams
Content appears here under this condition or license: Creative Commons CC BY-NC-ND 3.0..

via Magical.Fish Gopher News Feeds:
gopher://magical.fish/1/feeds/news/commondreams/